Generalization — student understands problems in
equations, but has difficulty applying it to real situations or other
concepts

A primary cause of math difficulties is an inability to image and verbalize
the concepts underlying math processes. Individuals attempt to memorize
facts instead of being able to think, reason, and problem solve with
numbers. People may have memorized what, but often don’t understand the
why.

The system focuses on the ability to image and verbalize the concepts
underlying math processes. Concept and Numeral imagery are integrated with
language and applied to math computation and problem solving. There is
emphasis on both mathematical reasoning and mathematical computation.
Individuals of all ages learn to do and enjoy math.

Visualized Math Concepts

Concept Imagery can be generalized beyond traditional written and
expressive language – it can also be used as a tool for the comprehension
and understanding of mathematics. Math Concept Imagery (MCI) works in
tandem with the NOW! Mental Imagery for Language, Comprehension, Memory and
Reasoning® program, utilizing a visual and kinesthetic approach to
elementary math fundamentals. It presents abstract mathematical processes
in tangible ways that help students easily discover and manipulate
representations of numerical concepts, equations and problems.

Math is introduced using a language-based approach to help students grasp
foundational concepts. This allows the student to interpret, express, and
reason through problems through a linguistic and conceptually-based system.
Students will progress from concrete and substantive to represented and
imagined, experiencing how the expressions and representations are linked.
The abstract becomes real, and with the real comes the ability to
rationalize and compute.

How Does it Work?

Math, by nature, is a twofold cognitive process – numeral imagery coupled
with the conceptual imagery. MCI unites the two processes by imaging
numeric concepts first – the sound, the symbol, and representation. The
sound is interpreted and associated with the symbol, firming up the
auditory and visual bond. The representation is explored through tactile
activities and manipulative materials, then their relationships to each
other are discovered in quantitative structures [tangible and visualized].
Numbers are presented in Fact Families, illuminating the interrelated
nature of mathematical concepts.

Many students struggle to grasp underlying concepts of math problems, even
if they have the cognitive ability to do individual computations.
Connecting the tangible to the abstract creates meaning and, subsequently,
a system for students to explore and work within. It provides students the
bridge between the decoding and the computation of word problems. Math
requires you to know not just what to do, but also why to do it.
Generalization of concepts (i.e. applying them to word problems and
real-life situations) are much improved if students can understand
why to take certain steps, rather than rotely memorize formulas.

Like other NOW! Programs, Math Concept Imagery begins at the foundational
level – number imagery. Then the 'language' of math is explored. Students
learn to key in on the words that tell them what is happening and what
computation is required. Then these concepts are applied and expanded.
Multiplication and addition lead to measuring and geometry.

Options

Math Concept Imagery - Individualized treatment program

Using results of various Math assessments, NOW! will provide an
individualized scope and sequence of skills to be targeted. Students will
build upon language concept imagery skills and apply them across new
curricula.

Curriculum is designed to progress from concrete, through representational,
and into abstract formats at a specialized pace based upon student
performance as they move from discovery to mastery.

Math General Support / Maintenance

Family and School are responsible for providing all materials, objectives,
scope and sequence to be completed while at NOW!. Staff will work with
students on general math skills to keep students current on activities
otherwise learned in the classroom: i.e. workbook pages, textbook lessons,
homework or reteach assignments.